New migrants, new challenges? – Activating multilingual resources for understanding mathematics: institutional and interactional factors

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Arne Krause ◽  
Jonas Wagner ◽  
Angelika Redder ◽  
Susanne Prediger
Keyword(s):  
Teaching And Learning ◽  
Video Data ◽  
Target Language ◽  
Mathematical Concepts ◽  
Multilingual Students ◽  
Academic Level ◽  
Long Run ◽  
Family Language ◽  
Face Complex ◽  
Arabic Speaking

Abstract New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usually are schooled in German only, have rarely ever used their family languages in mathematics. This poses different challenges for the introduction of multilingual teaching and learning. By comparing German-Turkish 3rd generation students and adolescent refugees from Arabic speaking countries, both in 7th grade, this paper argues for the epistemic importance of considering “multilingual profiles” (i.e. including individual languages and history of migration) for linguistic analyses as well as for didactical designs of learning opportunities. For this purpose, a functional pragmatic discourse analysis of transcribed video-data from bilingual mathematics sessions with up to four multilingual students was conducted. This allows to characterize discursive multilingual profiles and to distinguish different perspectives on and verbalizations of mathematical concepts (in this case: fractions) in classroom discourse. Furthermore, language-specific interfaces of mental and linguistic processes are unfolded which enable new insights into conceptual understanding. The analysis focusses on the languages German, Turkish and Arabic and on 7th grade mathematics classes. The paper shows that the activation of multilingual resources in mathematics classrooms sets a promising approach for a sustainable integration of migrants, since they are enabled to use their subject-related knowledge which, in the long run, holds the potential support for the acquisition of the target language on a pre-academic level.

Interactions in L2: Some Features of Japanese Learner Talk

2019 ◽  
Vol 2018 (1) ◽  
pp. 183
Author(s):  
John Campbell-Larsen
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Discourse Markers ◽  
Video Data ◽  
Target Language ◽  
Interactional Competence ◽  
Japanese Learners Of English ◽  
Turn Taking ◽  
Japanese Learners ◽  
Spoken Interaction

The central use of language in all human societies is spoken interaction, and interactional competence is a tacit goal of language learning. Interaction is not just the utterance of correctly constructed sentences. Rather, learners must be aware of ways in which the target language is used pragmatically by native and proficient speakers to allocate turns, achieve intersubjectivity, co-construct understanding, sustain progressivity, and signal their attitudes and understanding of both their own talk and that of their interlocutor. This paper outlines some common interactional practices of Japanese learners of English, derived from extensive video data of student peer talk, collected over several years in Japanese universities. I highlight such areas as turn-taking, use of discourse markers, backchanneling, and L1 usage. I suggest that awareness of these issues can help both students and their teachers orient to an interactional view of language with concomitant consequences for teaching and learning. 全ての人間社会において言語の主な使用方法は会話であり、その会話に必要な相互行為能力の習得は言語学習においても必要不可欠なものである。相互行為は正確な構文の産出のみで完遂できるものではなく、学習者は発話ターン構造や間主観性・相互認識の構築、会話の継続・維持、参与者の心的状態の表出など、L2母語話者や熟練話者による語用方略を正確に認識し適切に遂行しなければならない。本稿では、多様な会話データから、日本人英語学習者の典型的なL2相互行為の特性を概説する。日本の大学で数年をかけ長期的に収集された日本人英語学習者のピア会話のビデオデータを用いて、学習者による会話中のターン構築、談話標識の運用、相槌やL1使用の方略に焦点を当てた分析を行う。本研究は、英語教師だけではなく、ひいてはその学習者にも言語を相互行為として捉える観点を与え、英語学習活動に相互行為能力の習得を導入する契機になることを目指す。

scholarly journals Exploiting Tagline Slogans as Authentic Materials in English for Occupational Purposes (EOP) Classroom

2021 ◽  
Vol 9 (2) ◽  
pp. 83
Author(s):  
Nor Syamimi Iliani Che Hassan ◽  
Nor Hairunnisa Mohammad Nor ◽  
Mohd Syazwan Wan Mahzan
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Lessons Learned ◽  
The Other ◽  
Target Language ◽  
World Knowledge ◽  
Authentic Materials ◽  
Long Run ◽  
The Right ◽  
English For Occupational Purposes

Tagline slogans are aggressively used in the marketing field to promote specific products or services to consumers. However, they are least used as authentic materials in the teaching and learning of English as a Second Language (ESL) class. The too-brief structure embodying tagline slogans makes them difficult to be exploited to be used as materials for teaching and learning processes. Studies on the use of tagline slogans in ESL speaking lessons are still scarce, making it inconclusive to fully comprehend why they are underutilized as opposed to the other authentic materials. Therefore, this study aims to investigate the reasons for such ill preference towards the employment of tagline slogans as authentic materials in speaking lessons from the view of English for occupational purposes (EOP) students. The qualitative data of this study was obtained from seven participants who had utilized tagline slogans in their class presentations. The findings show that tagline slogans are less preferable due to inappropriate words or sentence structures used, presenters’ inefficient explanation resulting in the audience’ misunderstanding and suitability issues with context. Even though there lie limitations in using tagline slogans as authentic materials, with the right selection, they could act as a platform to improve learners’ shared world knowledge in particular and their productive skills of the target language in the long run. This study has unearthed the case against the use of tagline slogans in speaking lessons from the lenses of EOP learners and at the same time has provided lessons learned on how tagline slogans could positively nurture learners’ speaking skills.

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

scholarly journals Advancing the Scholarship of Teaching and Learning using Learning Theories and Reflectivity

2020 ◽  
Vol 10 (1) ◽  
pp. 191-208 ◽  
Author(s):  
Lester Brian Shawa
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Learning Theories ◽  
Constructivist Learning Theory ◽  
Scholarship Of Teaching ◽  
Policy Perspective ◽  
Academic Level ◽  
South African Universities ◽  
Social Constructivist Learning ◽  
Postgraduate Diploma

The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international frameworks that impact teaching and learning in universities. Engaging SoTL at the academic level, this article uses a postgraduate diploma module, Higher Education Context and Policy (mostly attended by university academics from South African universities) to show how a facilitator could draw from learning theories and reflectivity to teach and advance SoTL. More specifically, it demonstrates how a facilitator could mediate the module utilising a social constructivist learning theory perspective.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

scholarly journals ATTITUDE AND LEARNING MOTIVATION ON ARABIC LEARNING IN MUSLIM MINORITY OF NORTH SULAWESI

2017 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Suhendar Suhendar
Keyword(s):  
Teaching And Learning ◽  
Arabic Language ◽  
Initial Study ◽  
Target Language ◽  
North Sulawesi ◽  
Motivation For Learning ◽  
Muslim Minority ◽  
Two Factors ◽  
Compulsory Subject ◽  
Attitude And Motivation

Arabic is compulsory subject listed on Islamic studies issue. Over the years, students learn Arabic as the main subject. In addition, Arabic subject integrates through many subject. Therefore, it is a need to discover the standing of attitude and motivation on Arabic learning. The two factors among the pillar in maintaining teaching and learning of Arabic. On the other hand, Muslim minority environment is a unique condition to maintain the Arabic teaching and learning training. The research was conducted in North Sulawesi, Indonesia. The picture of muslim minority indicates a dynamic situation. Different existence from other muslim part of Indonesia shows the opportunity to rely on co-exist to multicultural. This research is initial study to explore the relationship between attitudes in learning language. The age of learner influences their struggle and spirit in learning the resources language. Motivation provides the main driving for student during the process of learning. Even-tough they are part from family and stay in the boarding school for over the academic term. Moreover, this article discuses that attitude and motivation are among the main factor learning Arabic language. High motivation deliver considerable environment during school time. Student attitude and motivation is not a single form. There are many factors and conditions represent to the complexity of the situation. The findings implicate many aspect of teaching and learning. Indeed, motivation for learning target language is the source to sustain the process on the different aspects of teaching. Finally, there are many suggestions and recommendations for further study on the end part of article.

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